| Attention Deficit Disorder, or ADD, is
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| | conclusive evidence as to the causes of
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| identified by the American Psychiatric
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| | ADD. ADD may be genetic, prenatal or
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| Association in children who show an
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| | physical. Due to the possible causes,
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| inappropriate attention span, are too
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| | many children are medicated as an answer
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| impulsive and sometimes are deemed
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| | to addressing the symptoms. There is no
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| hyperactive given their age. ADD can be
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| | one medication that is successful in all
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| diagnosed either with or without
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| | children who exhibit ADD symptoms. The
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| hyperactivity. Teachers and parents
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| | most common medications are Dexedrine,
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| alike have received and will continue to
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| | Ritalin and Cylert.There are often other
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| receive a diagnosis of ADD for children
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| | learning difficulties ranging from
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| who have problems academically, socially
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| | learning disabilities to emotional
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| or emotionally. Around 20 percent of the
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| | disturbance that ADD is often secondary
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| population will eventually be diagnosed
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| | to. The sooner a correct diagnosis is
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| with ADD.Children between eight and ten
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| | made and help begun, the better the odds
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| years old are the ones most likely to be
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| | of avoiding other complications.The
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| diagnosed with ADD, having been referred
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| | nature of this disorder would indicate
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| to a doctor by teachers as well as
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| | that the child's attention skills will
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| parents. The younger the child is when
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| | need a lot of work. Children must be
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| diagnosed, the more serious forms of ADD
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| | able to pay attention for stretches of
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| they are likely to exhibit. In reverse,
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| | time in order to learn and succeed in
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| when older children are diagnosed, they
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| | school. They must learn to finish
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| generally exhibit a less serious form of
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| | projects once they are started. They
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| the disorder. ADD shows up most readily
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| | must learn to listen and be assisted to
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| in situations where the child is required
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| | have as few distractions as possible.
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| to work independently or in a group
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| | These children need to be assisted in
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| setting. One-on-one situations or
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| | building up their attention
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| situations that are new to the child tend
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| | span.Impulsivity in these children also
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| not to display ADD behaviors as much.The
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| | needs assistance. School-aged children
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| American Psychiatric Association looks
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| | have to be trained to stop and think
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| for these things in diagnosing ADD:1.
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| | before they answer or start their work.
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| Inattention - does not finish things once
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| | This requires quite a bit of supervision
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| started, appears not to listen, is easily
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| | initially, but must eventually become the
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| distracted, cannot focus on schoolwork or
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| | student's responsibility requiring a
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| anything requiring a longer attention
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| | larger degree of self-control.If
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| span, does not stay with a play activity
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| | hyperactivity is present, it can
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| for long.2. Impusivity - acts without
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| | interfere with learning. Children must
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| thinking about consequences, moves
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| | learn to slow down and become aware of
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| excessively from one task to another,
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| | their situations and surroundings. One
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| does not organize work though this is not
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| | helpful activity is "The Turtle Imagery
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| because of any cognitive impairment, must
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| | Procedure" in which the student says he
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| have supervision, talks out in class,
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| | or she will proceed like a slow turtle as
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| does not wait his or her turn in group
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| | part of a structured program. Other
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| situations.3. Hyperactivity - ADD may be
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| | means of controlling hyperactivity
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| diagnosed with or without hyperactivity,
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| | include modeling of appropriate behavior
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| but a hyperactive child will do at least
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| | by adults, watching themselves on
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| two of these: run or climb excessively,
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| | videotape, role playing, biofeedback and
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| cannot sit still and fidgets, cannot stay
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| | relaxation techniques.A large problem of
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| seated, moves around more than usual even
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| | children with ADD is socializing with
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| when asleep.4. ADD symptoms are usually
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| | peers. When children are unable to make
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| seen before age seven.5. The symptoms
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| | friends or get along well with others,
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| last at least six months.6. The symptoms
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| | they begin to have negative feelings and
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| are not caused by schizophrenia,
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| | impressions of themselves. There are
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| affective disorder or any type of
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| | other skill short-comings in both
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| profound mental retardation.Those who
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| | perceptual and conceptual areas that will
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| deal with ADD children must work on
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| | need extra attention in the ADD student.
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| improving the child's attention skills,
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| | A lot of the focus in this area is on the
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| impulsivity and possibly hyperactivity.
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| | specific task being taught and utilizes a
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| The child's self-esteem and social skills
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| | strong behavioral approach which
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| will also need extra attention. Skills
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| | emphasizes incremental
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| of a perceptual and conceptual nature
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| | learning.Reinforcement response seems to
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| will have to be worked on. ADD appears
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| | be affected in ADD children. However,
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| to affect children's responses to
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| | for any assistance to be successful,
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| reinforcements and motivations as well.
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| | parents and teachers alike will need to
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| Many of these needs in ADD children are
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| | find out what will be reinforcing for a
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| interwoven, and how one thing is handled
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| | particular student. Then a reinforcement
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| will affect another.There is no
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| | schedule can be mapped out.
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